leen mills primary school skills progression within the curriculum · 1 day ago · know how to...

Leen Mills Primary School

Skills Progression within the Curriculum

Science

Foundation stage Scientist

Early Learning Goal

5 Health and Self Care

14 – The world

Children know the importance for good health of physical exercise and a healthy diet, and talk about

ways to keep healthy and safe.

They manage their own basic hygiene and personal needs successfully, including dressing and going to

the toilet independently.

Children know about similarities and differences in relation to places, objects, materials and living

things.

They talk about the features of their own immediate environment and how environments might vary

from one to another.

They make observations of animals and plants and explain why some things occur, and talk about

changes.

Year 1 Scientist

Working scientifically Biology Chemistry Physics

Ask simple scientific questions.

Use simple equipment to make

observations.

Carry out simple tests.

Identify and classify things

Explain to others what I have

found out.

Use simple data to answer

questions.

Plants

Know and name a variety of common,

wild and garden plants.

Know and name the petals, stem, leaves

and root of a plant.

Know and name the roots, trunk,

branches and leaves of a tree.

Animals including humans

Know and name a variety of animals

including fish, amphibians, reptiles,

birds and mammals.

Classify and know animals by what they

eat (carnivores, herbivore and

omnivore)

Know how to sort animals into

categories (including fish, amphibians,

reptiles, birds and animals)

Know how to sort living and non-living

things.

Know how to name the parts of a human

body that I can see.

Know how to link the correct part of

the human body to each sense.

Everyday materials

Distinguish between an object and the

material it is made from.

Know the material that an object is

made from.

Know the difference between wood,

plastic, glass, metal, water and rock.

Know about the properties of everyday

materials.

Group objects based on the materials

they are made from.

Seasonal changes

Observe and know about the

changes in the seasons.

Name the seasons and know about

the type of weather in each season.

Year 2 Scientist


Ask simple scientific questions.

Use simple equipment to make

observations.

Carry out simple tests.

Identify and classify things

Explain to others what I have

found out.

Use simple data to answer

questions.

Living things and their habitats

Identify things that are living,

dead and never lived.

Know how a specific habitat

provides the basic needs of living

there (plants and animals)

Identify and name plants and

animals in a range of habitats

Match living things to their habitat

Understand how animals find their

food.

Name some different sources of

food for animals.

Know and explain a simple food

chain.

Plants

Know how seeds and bulbs grow

into plants

Know what plants need in order to

grow and stay healthy.

Animals, including humans

Know the basic stages in a life

cycle for animals, including humans

Know what animals and humans

need to survive.

Know why exercise, a balanced diet

and good hygiene are important for

humans.

Uses of everyday materials

Identify and name a range of

materials, including wood, metal,

plastic, glass, brick, rock, paper and

cardboard.

Know why a material might or might

not be used for a specific job.

Materials can be changed by

squashing, bending, twisting and

stretching.

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Year 3 scientist

Working scientifically Biology Chemistry Physics Ask relevant scientific questions.

How to use observations and knowledge

to answer scientific questions.

Know how to set up a simple enquiry to

explore a scientific question.

I know how to set up a test to compare

two things

I know how to set up a fair test and

explain why it is fair.

Make careful and accurate

observations, including the use of

standard units.

Now how to use equipment, including

thermometers and data loggers to

make measurements.

Gather, record, classify and present

data in different ways to answer

scientific questions

Use diagrams, keys, bar charts and

tables; using scientific language.

Know how to use findings to report in

different ways, including oral and

written explanations, presentations.

Know how to draw conclusions and

suggest improvements.

Know how to make a prediction with a

reason.

Know how to identify differences,

similarities and changes related to an

enquiry.

Plants

Know the function of different

parts of flowering plants.

Know what different plants need to

help them survive.

Know how water is transported

within plants.

Know the plant life cycle, especially

the importance of flowers


Know about the importance of a

nutritious balanced diet.

Know how nutrients, water and

oxygen are transported within

animals and humans.

Know about the muscular system of

a human

Know about the purpose of the

skeleton in humans and animals.

Rocks

Compare and group rocks based on

their appearance and physical

properties, giving a reason.

Know how fossils are formed.

Know how soil is made

Know about and explain the

difference between sedimentary,

metamorphic and igneous rocks.

Light

Know what dark is

Know that light is needed in order

to see.

Know that light is reflected from a

surface.

Know and demonstrate how a

shadow is formed.

Explore shadow size and explain the

changes.

Know the danger of direct sunlight

and describe how to keep

protected.

Forces and magnets

Know about and describe how

objects move on different

surfaces.

Know how some forces require

contact and some do not, giving

examples.

Know about and explain how objects

attract and repel in relation to

objects and other magnets.

Predict whether objects will be

magnetic and carry out and enquiry

to test this out.

Know how magnets work

Predict whether magnets will

attract or repel and give a reason.

Year 4 Scientist


Know how to ask relevant scientific

questions

Know how to use observations knowing

to answer scientific questions.

Know how to set up a simple enquiry to

explore a scientific questions.

Know how to set up a fair test to

compare two things.

Know how to set up a fair test and

explain why it is fair

Make careful and accurate observation

including the use of standard units.

Know how to use equipment, including

thermometers and data loggers to

make measurements.

Gather, record, classify and present

data in different ways to answer

scientific questions.

Know how to use diagrams, keys, bar

charts and tables; using scientific

language.

Know how to use findings to report in

different ways, including oral and

written explanations, presentations.





Know how to make a prediction with a

reason.

Know how to identify differences,

similarities and changes related to an

enquiry.


Group living things in different ways

Use classification keys to group,

identify and name living things.

Create classification keys to group,

identify and name living things (for

others to use).

Know how changes to an environment

could endanger living things.


Identify and name parts of the human

digestive system

Know the functions of the organs in the

human digestive system.

Identify and know the different types

of teeth in humans.

Know the function of different human

teeth.

Use food chains to identify producers,

predators and prey.

Construct food chains to identify

producers, predictors and prey.

States of matter

Group materials based on their state of

matter (solid, liquid, gas)

Know how some materials can change

state.

Explore how materials change state.

Measure the temperature at which

materials change state.

Know about the water cycle.

Know the part played by evaporation

and condensation in the water cycle.

Sound

Know how sound is made

Know how sound travels from a

source to our ears.

Know how sounds are made,

associating some of them with

vibrating.

Know the correlation between pitch

and the object producing a sound.

Know the correlation between the

volume of a sound and the strength

of the vibration that produced it.

Know what happens to a sound as it

travels away from its source.

Electricity

Identify and name appliances that

require electricity to function.

Construct a series circuit

Identify and name the components

in a series circuit (including cells,

wires, bulbs, switches and buzzers)

Know how to draw a circuit diagram.

Predict and test whether a lamp will

light within a circuit.

Know the difference between a

conductor and an insulator; giving

examples of each.

Year 5 Scientist


Know how to plan different types of

scientific enquiry.

Know how to control variables in an

enquiry.

Measure accurately and precisely using

a range of equipment.

Know how to record data and results

using scientific diagrams and labels,

classification keys, tables, scatter

graphs, bar and line graphs.

Use the outcomes to test results to

make predictions and set up a further

comparative and fair tests.

Report findings from enquiries in a

range of ways.

Know how to explain a conclusion from

an enquiry.

Explain casual relationships in an

enquiry.

Know how to relate the outcome from

an enquiry to scientific knowledge in

order to state whether evidence

supports or refutes and argument or

theory.

Read, spell and pronounce scientific

vocabulary accurately


Know the life cycle of different living

things, e.g mammals, amphibian, insect,

bird.

Know the differences between

different life cycles.

Know the process of reproduction in

plants.


animals.


Create a timeline to indicate stages of

growth in humans.

Properties and changes of materials

Compare and group materials based

on the properties (e.g. hardness,

solubility, transparency,

conductivity (electrical and

thermal) and response to magnets).

Know how a material dissolves to

form a solution; explaining the

process of dissolving.

Know and show how to recover a

substance from a solution.

Know how some materials can be

separated.

Demonstrate how materials can be

separated (e.g. through filtering,

sieving and evaporating)

Know and can demonstrate that

some changes are reversible and

some are not.

Know how some changes result in

the formation of a new material and

that this is usually irreversible.

Know about reversible and

irreversible changes.

Give evidenced reasons why

materials should be used for

specific purpose.

Earth and Space


movement of the earth and other

planets relative to the sun.


movement of Moon relative to the

Earth.

Know and demonstrate how night

and day are created.

Describe the Sun, Earth and Moon

(using the term spherical)

Forces

Know what gravity is and its impact

on our lives.

Identify and know the effect of air

resistance.

Identify and know the effect of

water resistance.


friction.

Explain how levers, pulleys and

gears allow a small force to have a

greater effect.

Year 6 Scientist


Know how to plan different types of

scientific enquiry.

Know how to control variables in an

enquiry.

Measure accurately and precisely using

a range of equipment.

Know how to record data and results

using scientific diagrams and labels,

classification keys, tables, scatter

graphs, bar and line graphs.

Use the outcomes to test results to

make predictions and set up a further

comparative and fair tests.

Report findings from enquiries in a

range of ways.

Know how to explain a conclusion from

an enquiry.

Explain casual relationships in an

enquiry.

Know how to relate the outcome from

an enquiry to scientific knowledge in

order to state whether evidence

supports or refutes an argument or

theory.

Read, spell and pronounce scientific

vocabulary accurately


Know the life cycle of different living

things, e.g mammals, amphibian, insect,

bird.

Know the differences between

different life cycles.


plants.


animals.


Create a timeline to indicate stages of

growth in humans.

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Earth, space and light


movement of the earth and other

planets relative to the sun.


movement of Moon relative to the

Earth.

Know and demonstrate how night

and day are created.

Describe the Sun, Earth and Moon

(using the term spherical)

Forces

Know what gravity is and its impact

on our lives.

Identify and know the effect of air

resistance.


water resistance.


friction.

Explain how levers, pulleys and

gears allow a small force to have a

greater effect.

Geography

A year Foundation Stage geographer A year 1 geographer A year 2 geographer

ELG – 13 People and Communities

ELG 14 – The world Know the names of the four countries in

the United Kingdom and locate them on a

map.

Keep a weather chart and answer questions

about the weather.

Know about some of the main things that

are in hot and cold places.

Know which clothes they would wear in hot

and cold places.

Know how the weather changes throughout

the year and name the seasons.

Point to the equator, North and South Pole

on an atlas and globe.

Know about some of the features of an

island.

Know where they live and their address.

Know the four main directions on a compass

are North, East, South and West.

Know what they like and do not like about

the place they live in.

Name the continents of the world and

locate them on a map.

Name and locate the world’s oceans and

locate them on a map.

Name the capital cities of England, Wales,

Scotland and Northern Island.

Know what they like and do not like about a

place that is different to where they live.

Describe a place outside Europe using

Geographical words.

Know how jobs may be different in other

location.

Know the key features of a place from a

picture using words like beach, coast,

forest, hill, mountain, ocean and valley.

Know about the facilities that a village,

town and city may need and give reasons.

Use the directional vocabulary: near; far;

left; right to explain where a location is.

They know that other children don’t always

enjoy the same things, and are sensitive to

this.

They know about similarities and

differences between themselves and

others, and among families, communities

and traditions.

Children know about similarities and

differences in relation to places, objects,

materials and living things.

They talk about the features of their own

immediate environment and how

environments might vary from one to

another.

They make observations of animals and

plants and explain why some things occur,

and talk about changes.

A year 3 geographer A year 4 geographer A year 5 geographer

Know the name of a number of countries in

the northern hemisphere.

Know the capital city of at least six

European countries.

Locate the Tropic of Cancer, the Tropic of

Capricorn and the Greenwich meridian on a

map.

Know whether a country is located in the

Southern or Northern hemisphere.

Know why people may be attracted to live in

cities.

Know why people may choose to live in one

place rather than another.

Name the largest desert in the world and

locate desert regions in an atlas.

Collect and accurately measure information

(e.g. rainfall, temperature, wind speed, noise

levels etc)

Know how to plan a journey from their own

town/city to another place in England.

Know how to find at least six cities in the

UK on a map.

Research to discover features of villages,

towns and cities and appreciate the

differences.

Know about, name and locate some of the

main islands that surround the United

Kingdom.

Know areas of origin of the main ethnic

groups in the United Kingdom and our

school.

Know the difference between the British

Isles, Great Britain and the United

Kingdom.

Know, name and locate the capital cities of

neighbouring European countries.

Know the countries that make up the

European Union.

Know about, name and locate may of the

world’s most famous mountainous regions.

Know why most cities are situated by

rivers.

Know about the course of a river.

Name and locate many of the world’s most

famous rivers.

Know why ports are important and the role

they play in distributing goods around the

world.

A year 6 geographer

Know how to use an atlas by using the index to

find places.

Know how to use some basic Ordnance Survey map

symbols.

Know how to use Ordnance Survey symbols and

six-figure grid references.

Know how time zones work and calculate time

differences around the world.

Name the largest desert in the world and locate

desert regions in an atlas.

Know about, locate and name some of the

world’s most famous volcanoes.

Know about and describe the key aspects of

earthquakes

Know about and describe the key aspects of

volcanoes Know why some places are similar and dissimilar in

relation to their human and physical features.

History

A foundation stage Historian A year 1 Historian A year 2 Historian

ELG 2 – Understanding

ELG – 13 People and Communities Know about many of the changes that have

happened since they were born.

Know how to ask and answer questions

about old and new objects.

Use words and phrases like: old, new and a

long time ago.

Spot old and new things in a picture.

Use words and phrases like before, after,

past, present, then and now.

Give examples of things that were

different when their grandparents were

children.

Know about someone who was born or lived

near Hucknall.

Know what a monument to a famous person

or event in the town centre.

Know some people have helped us to have

better lives.

Recount the life of someone famous from

Britain who lived in the past. Know about

what they did to make the world a better

place.

Know about the life of a famous person

from the past as they know how to

research.

Know how to use books and the internet to

find out more about the past.

Know how to find out things about the past

by talking to an older person.

Know about how things were different when

their grandparents were children.

Know what certain objects from the past

might have been used for.

Understanding: Children follow instructions

involving several ideas or actions. They answer

‘how’ and ‘why’ questions about their

experiences and in response to stories or

events.

Children talk about past and present events in

their own lives and in the lives of family

members.

A year 3 Historian A year 4 Historian A year 5 Historian

Know about how stone age people hunted for

their food and what they ate.

Know about many of the differences

between the stone, bronze and iron ages.

Know what people learnt from stone age

painting

Able to describe what a typical day would

have been like for a stone age man, woman

or child.

Know about some the things the Egyptians

gave the world.

Know that Egyptian Gods were an important

part of Egyptian culture

Know how to locate Egypt on a map.

Know about at least three things the Romans

did for our country.

Know why the Romans needed to build forts in

this country

Know that Rome was a very important place and

many decisions were made there.

Know about the lives of at least two famous

Romans

Summarise how Britain may have learnt from

other countries and civilizations (historically

and more recently)

Know where the Anglo-Saxons came from.

Know at least two famous Anglo- Saxons.

Use a time line to show when the Anglo -

Saxons were in England.

Know the link between Anglo-Saxons and

Christianity.

Know that many Anglo-Saxons were farmers.

Know that the Anglo-Saxon gave us many of the

words we use today.

Know about and can talk about the struggle

between the Athenians and the Spartans.

Know about some the things the Greeks gave the

world.

Know that the Greeks were responsible for the

birth of the Olympics

Know that Greek Gods were an important part of

Greek culture

Know how to locate Greece on a map

Describe events from the past using dates

when things happened.

Know how an event or things from events from

the past has shaped our life today.

Draw a timeline with different historical

periods showing key historical events or lives of

significant people.

Know how the lives of wealthy people were

different from the lives of poorer people.

now how to use a timeline to show when the

Viking raid started.

Know why the Vikings often overpowered the

Anglo-Saxons.

Show on a map where the Vikings came from and

where they invaded our country.

Know that many Vikings came from our county

as peaceful farmers.

Talk about and compare the punishments that

were used during the Roman, AngloSaxon,

Tudor and Victorian times and give some

reasons for them

Explain some key terms in the history of crime

and punishment in Britain,

Compare modern day crime and punishment with

those from the past, and talk about the legacy

of past methods of crime prevention and

detection with those of the present day

Year 6 Historian

Research in order to find similarities and

differences between two or more periods in

history.

Know how to place features of historical

events and people from the past societies

and periods in a chronological framework.

Know about the main events from a period

of history, explaining the order of the

events and what happened.

Know that many of the early civilization

gave much to the world.

Research to find answers to specific

historical questions about Hucknall.

Know how Britain has had a major influence

on the world.

Know how locality today has been shaped

by what has happened in the past.

Know how historic items and artefacts

have been used to help build up a picture of

life in the past.

Know about the impact that one of these

periods of history had on the world.

ART

A Foundation Stage artist A year 1 artist A year 2 artist

ELG 16 - Exploring and using media and materials

ELG 17 - Being imaginative Know to show how people feel in paintings and

drawings.

Know how to create moods in art work.

Know how to use pencils to create lines of

different thickness in drawings.

Name the primary and secondary colours

Know how to create a repeating pattern in

print.

Know how to cut, roll and coil materials.

Know how to use IT to create a picture

Describe what they can see and give an opinion

about the work of an artist.

Can ask questions about a piece of art.

Choose and use three different grades of

pencil when drawing.

Know how to sue charcoal, pencil and pastel to

create art.

Know how to use a viewfinder to focus on a

specific part if and artefact before drawing it.

I know how to mix paint to create all the

secondary colours.

Know how to create brown with paint.

Know how to create tints with paint by adding

white.

Know how to create tones with paint by adding

black.

Know how to create a printed piece of art by

pressing, rolling, rubbing and stamping.

Know how to join two clay finger pots together.

Know how to use different effects within an IT

paint package.

Suggest how artists have used colour pattern

and shape.

Create a piece of art in response to the work

of another artist.

They safely use and explore a variety of

materials, tools and techniques, experimenting

with colour, design, texture, form and function.

Children use what they have learnt about media

and materials in original ways, thinking about

uses and purposes. They represent their own

ideas, thoughts and feelings through design and

technology, art, music, dance, role play and

stories.

A year 3 artist A year 4 artist A year 5 artist

Know how to show facial expressions in my art.

Know how to use sketches to produce a final

piece if art.

Know how to use different grades of pencil to

shade and show different tones and textures.

Know how to create a background using a wash.

Know how to use a range of brushes to create

different effects in painting.

Know how to identify the techniques used by

different artists.

Know how to use digital images and combine with

other media in their art.

Know how to use IT to create art which includes

their own work and work of others.

Know how to compare the work of different

artists.

Recognise when art is from different cultures

Recognise when art is from different historical

periods.

Know how to show facial expressions and body

language in sketches and paintings.

Know how to use marks and lines to show

texture in my art.

Know how to use line, tone, shape and colour to

represent figures and forms in movement.

Know how to show reflections in my art.

Know how to print onto different materials

using at least four colours.

Know how to sculpt clay and other mouldable

materials.

Know how to integrate my digital images into

my art.

Experiment with the styles used by other

artists.

Explain some of the features of art from

historical periods.

Identify and draw objects and use marks and

lines to produce texture.

Know how to successfully use shading to create

mood and feeling.

Know how to organise line, tone, shape and

colour to represent figures and forms in

movement.

Know how to use shading to create mood and

feeling.

Know how to express emotion in their art.

Know how to create an accurate print design

following criteria.

Know how to use images which I have created,

scanned and found; altering them where

necessary to create art.

A year 6 Artist

Explain why they have used different tools to

create art.

Explain why they have chosen specific

techniques to create their art.

Explain the style of my work and how it has been

influenced by famous artist.

Know how to overprint to create different

patterns.

Know how to use feedback to make amendments

and improvements in their art.

Know how to use and range of e-resources to

create art

Music

A Foundation Stage Musician A year 1 Musician A year 2 Musician ELG 16 - Exploring and using media and materials

ELG 17 - Being imaginative Know how to use my voice to speak, sing and

chant.

Know to use an instrument to perform.

Know how to clap short rhythmic patterns.

Know how to make different sounds with my

voice and with instruments.

Know how to make a sequence of sound.

Know how to respond to different moods in

music.

Know how to say whether they like or dislike

a piece of music.

Know how to choose sounds to represent

different things.

Know how to follow instructions about when

to play and sing.

Know how to sing and follow a melody.

Know how to preform simple patterns and

accompaniments and keep a steady pulse.

Know how to play simple rhythmic patterns

on an instruments.

Know how to sing and clap increasing and

decreasing tempo.

Know how to order sounds to create a

beginning, middle and an end.

Know how to create music in response to

different starting points.

Know how to choose sounds which create an

effect.

Know how to use symbols to represent

sounds.

Know how to make connections between

notations and musical sounds.

Know how to listen out for particular things

when listening to music.

Know how to improve my own work.

Children sing songs, make music and dance,

and experiment with ways of changing them.

They represent their own ideas, thoughts

and feelings through design and technology,

art, music, dance, role play and stories.

A year 3 Musician A year 4 Musician A year 5 Musician

Know how to sing a tune with expression.

Know how to play clear notes on instruments.

Know how to use different elements in my

composition.

Know how to create repeated patterns with

different instruments.

Know how to compose melodies and songs.

Know how to create accompaniments for

tunes.

Know how to combine different sounds to

create a specific mood or feeling

Know how to use musical words to describe a

piece of music and compositions.

Know how to use musical words to describe

what they like and what they don’t like about

a piece of music.

Know how to recognise the work of at least

one famous composer.

Know how to improve my work; explaining

how it has been improved.

Know how to perform a simple part

rhythmically.

Know how to sing songs from memory with

accurate pitch.

Know how to improvise using repeated

patterns.

Know how to use notation to record

compositions in a small group or on my own.

Know how to explain why silence us often

needed in music and explain what effect it

has.

Know how to identify the character in a

piece of music.

Know how to identify and describe the

different purpose of music.

Know how to begin to identify the style of

work of Beethoven, Mozart and Elgar.

Know how to breathe in the correct place

when singing.

Know how to maintain my part whilst others

are performing their part.

Know how to improvise within a group using

melodic and rhythmic phrases.

Know how to change sounds or organise them

differently to change the effect.

Know how to compose music which meets

specific criteria.

Know how to use notation to record groups

of pitches (chords)

Know how to use my music diary to record

aspects of the composition process.

Know how to choose the most appropriate

tempo for a piece of music.

Know how to describe, compare and evaluate

music using musical vocabulary.

Know how to explain why I think music is

successful or unsuccessful.

Know how to suggest improvement to my own

work and that of others.

Know how to contrast the work of a famous

composer with another, and explain my

preferences.

A year 6 Musician

Know how to sing in harmony confidently and

accurately.

Know how to perform part from memory

Know how to take the lead in a performance.

Know how to use a variety of different

musical devices in my composition (including

melody, rhythms and chords)

Know how to evaluate how the venues,

occasions and purpose affects the way a

piece of music is created.

Know how to analyse features within

different pieces of music.

Know how to compare and contrast the

impact that different composers from

different times have had on people of that

time.

Design Technology

A Foundation Stage designer A year 2 designer A year 2 designer

ELG 15 – Technology

ELG 17 - Being imaginative Use own ideas to make something.

Describe how something works

Cut food safely

Make a product which moves.

Make a model stronger.

Explain to someone else how I want to

make my product.

Choose appropriate resources and

tools.

Make a simple plan before making

.

Think of an idea and plan what to do

next.

Choose tools and materials and explain

why I have chosen them.

I join materials and components in

different ways.

Explain what went well with my work.

Explain why I have chosen specific

textiles.

Measure materials to use in a model or

structure,

Describe the ingredients I am using

Children recognise that a range of

technology is used in places such as

homes and schools. They select and

use technology for particular

purposes

Children use what they have learnt

about media and materials in original

ways, thinking about uses and

purposes. They represent their own

ideas, thoughts and feelings through

design and technology, art, music,

dance, role play and stories.

A year 3 designer A year 4 designer A year 5 designer

Prove that my design meets some set

criteria.

Follow a step-by-step plan, choosing

the right equipment and materials.

Design a product and make sure it

looks attractive.

Choose a material for both its

suitability and its appurtenance.

Select the most appropriate tools and

techniques for a given task.

Make a product which uses both

electrical and mechanical components

Work accurately to measure, make

cuts and make holes.

Describe how food ingredients come

together

Use ideas from other people when

designing

Produce a plan and explain it

Evaluate and suggest improvements

for my designs.

Evaluate products for both their

purpose and appearance.

Explain how original designs have been

improved.

Present a product in an interesting

way.

Measure accurately.

Preserve and adapt my work when

original ideas do not work.

Know how to be hygienic and safe

when using food.

Come up with a range of ideas after

collecting information from different

sources.

Produce a step-by-step plan.

Suggest alternative plans; outlining

the positive features and draw backs.

Explain how a product will appeal to a

specific audience.

Evaluate appearance and function

against original criteria.

Use a range of tools and equipment

competently.

Make a prototype before making a

final version.

Show that they can be hygienic and

safe in the kitchen.

A year 6 designer

Use market research to inform plans

and ideas.

Follow and refine plans.

Justify plans in a convincing way.

Show that I consider culture and

society in my plans and designs.

Test and evaluate their products.

Explain how products should be stored

and give reasons.

Work within a budget.

Evaluate their product against clear

criteria.

P.E

A Foundation Stage Sports Person A year 1 Sports Person A year 2 Sports Person

ELG 4 – Moving and Handeling

ELG 5 – Health and Self- Care

Games

Throw underarm

Hit a ball with a bat

Move and stop safely

Throw and catch with both hands

Throw and kick in different ways

Gymnastics

Make their body curled, tense, stretched and

relaxed.

Control their body when travelling and balancing.

Copy a sequence and repeat them.

Roll, curl, travel and balance in different ways.

Dance

Move to music

Copy dance moves

Perform own dance moves

Make up a short dance

Move safely in a space

General

Copy actions

Repeat actions and skills

Move with control and care

Use equipment safely

Games

Use hitting, kicking and/or rolling in a game.

Decide the best space to be in during a game.

Use a tactic in a game.

Follow rules.

Gymnastics

Plan and perform a sequence of movements

Improve my sequence based on feedback.

Think of more than one way to create a sequence

which follows some ‘rules’.

Work on my own and with a partner.

Dance

Change rhythm, speed, level and direction in my

dance.

Dance with control and coordination

Make a sequence by liking sections together

Use dance to show a mood of feeling

General

Copy and remember actions

Talk about what is different from what I did and

what someone else did.

Children show good control and coordination in

large and small movements.

They move confidently in a range of ways, safely

negotiating space.

They handle equipment and tools effectively,

including pencils for writing.

Children know the importance for good health of

physical exercise and a healthy diet, and talk

about ways to keep healthy and safe.

A year 3 Sports Person A year 4 Sports Person A year 5 Sports Person Games

Throw and catch with control

Aware of space and use it to support team-mates and

to cause problems for the opposition

Know and use rules fairly

Gymnastics

Adapt sequence to suit different types of apparatus

and criteria.

Explain how strength and suppleness affect

performance.

Compare and contrast gymnastic sequences.

Dance

Improve feely and translate ideas from a stimulus

into movement.

Share and create phrases with a partner and a small

group.

Repeat, remember and perform phrases.

Athletics

Run at fast medium and slow speeds; changing speed

and direction.

Take part in a relay, remembering when to run and

what to do.

Outdoor and adventurous

Follow a map in a familiar context

Use clues to follow a route

Follow a route safely

Games

Catch with one hand

Throw and catch accurately

Hit a ball accurately with control

Keep possession of the ball

Vary tactics and adapt skills depending on what is

happening in a game.

Gymnastics

Work in a controlled way

Include change of speed and direction

Include a range of shapes

Work with a partner to create, repeat and improve a

sequence with a least three phrases.

Dance

Take the lead when working with a partner or group.

Use dance to communicate an idea

Athletics

Run over a long distance

Sprint over a short distance

Throw in different ways

Hit a target

Jump in different ways


Follow a map in a familiar context

Follow a route within a time limit.

Games

Gain possession by working as a team.

Pass in different ways.

Use forehand and backhand with a racket.

They Can field.

Choose a tactic for defending and attacking.

Use a number of techniques to pass, dribble and

shoot.

Gymnastics

Make complex extended sequences

Combine action, balance and shape.

Perform consistently to different audiences.

Dance

Compose own dances in a creative way.

Perform to an accompaniment

Dance shows clarity, fluency, accuracy and

consistency.

Athletics

Controlled when taking off and landing.

Throw with accuracy.

Combine running and jumping


Follow a map into an unknown location.

Use clues and a compass to navigate a route.

Change my route to overcome a problem.

Use new information to change my route

A year 6 Sports Person Games

Play to agreed rules

Explain rules to others

Can umpire

Make a team and communicate a plan

Lead others in a game situation

Gymnastics

Combine my own work with that of others

Sequences to specific timings

Dance

Develop sequences in a specific style

Choose my own music and style

Athletics

Demonstrate stamina


Plan a route and a series of clues for someone else.

Plan with others, taking account of safety and

danger.

French

A year 3/4 French speaker A year 5/6 French speaker Spoken language

Name and describe people

Name and describe a place

Name and describe an object

Hold a short conversation saying 3-4 things

Gave a response using a short phrase

Start to speak in sentences

Reading

Read and understand a short passage using familiar language.

Explain the main points in a short passage.

Read a passage independently

Use a bilingual dictionary or glossary to look up new words.

Writing

Write phrases from memory

Write 2-3 short sentences on a familiar topic.

Say what they like/dislike about a familiar topic.

Spoken language

Hold a simple conversation with at least 4 exchanges.

Use my knowledge of grammar to speak correctly

Reading

Understand a short story or factual text and note the main points.

Use the context to work out unfamiliar words.

Writing

Write a paragraph of 4-5 sentences

Substitute words and phrases.

Computing

A Foundation Stage computer user A year 1 computer user A year 2 computer user

ELG 15 – Technology Algorithms and programming

Create a series of instructions

Plan a journey for a programmable toy

Information technology

Create digital content

Store digital content

Retrieve digital content

Use a website

Use a camera

Record and sound and play it back

Digital literacy

Use technology safely

Keep personal information private

. Algorithms and programming

Use a range of instructions (e.g directions,

angles, turns)

Test and amend a set of instructions

Find errors and amend (debug)

Write a simple program and test it

Predict what the outcome of a simple

program will be (logical reasoning)

Understand that algorithms are used on

digital devices.

Understand that programs require precise

instruction


Organise digital content

Retrieve and manipulate digital content

Navigate the web and complete simple

searches.

Digital literacy

Use technology safely

Know where to go for help if they are

concerned.

Know how technology is used in and out of

school

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

A year 3 computer user A year 4 computer user A year 5 computer user

Algorithms and programming

Design a sequence of instructions, including

directional instructions.

Write directional instructions,

Write programs that accomplish specific

goals.

Work with various forms of input

Work with various forms of output


Use a range of software for similar

purpose.

Collect information

Deign and create content.

Present information

Search for information on the web in

different ways.

Manipulate and improve digital images.

Digital literacy

Use technology respectfully and responsibly

Know different ways to get help if they are

concerned.

Understand what computer networks do and

how they provide multiple services

Discern when it is best to use technology

and where it adds little or no value.


Experiment with variables to control

models

Give an on-screen robot a specific

instructions that takes it from A to B.

Make an accurate prediction and explain

why they believe something happen (linked

to programing).

De-bug a program


Select and use software to accomplish

given goals.

Collect and present data

Produce and upload a podcast

Digital literacy

Recognise acceptable and unacceptable

behaviour using technology


Combine sequences of instruction and

procedures to turn devices on and off.

Use technology to control an external

device.

Design algorithms that use repetition & 2-

way selection.


Analyse information

Evaluate information

Understand how search results are

selected and ranked.

Edit a film

Digital literacy

Understand that you have to make choices

when using technology and that not

everything is true and/or safe

A year 6 computer user


Deign a solution by breaking a problem up

Recognise that different solutions can

exist for the same problem

Use logical reasoning to detect errors in

algorithms.

Use selection in programs

Work with variable

Explain how algorithm works

Explore ‘what if’ questions by planning

different scenarios for controlled devices.


Select, use and combine software on a

range of digital devices.

Use a range of technology for a specific

project.

Digital literacy

Discuss the risks of online use of technology

Identify how to minimise risk.

Religious Education

Year 1 Year 2 ELG 06 - Self-confidence and self-awareness

ELG 07 - Managing feelings and behaviour

ELG 08 - Making relationships

Christianity

Re-tell the Christmas Creation story to explore

how this influences how Christians behave

towards nature and the environment.

Reflect on the Christmas story and decide what

gifts would be meaningful for Jesus.

Identify when it is easy and difficult to show

friendship and explore when Jesus may have

found it difficult.

Know that Jesus is special to Christians and how

His welcome on Palm Sunday shows this.

Judaism

Empathise with Jewish children by

understanding what they do during Shabbat and

why it is important to them.

Empathise with Jewish children by

understanding how it feels for them to take part

in Chanukah activities.

.

Christianity

Re-tell Bible stories that show kindness, and

explore how this makes Christians behave

towards other people.

Reflect on the Christmas story and the reasons

for Jesus’ birth

Re-tell the Easter story and understand what

Jesus’ resurrection means for Christians.

Judaism

How celebrating Passover and keeping Kashrut

(food laws) help Jews show they value their

special relationship with Him.

Islam

Understand why Muslims visit the mosque and

to explore whether this gives them a sense of

belonging.

Understand what happens during Hijj and to

explore the importance of this to Muslims

Children are confident to try new activities, and to say why

they like some activities more than others. They are

confident to speak in a familiar group, will talk about their

ideas, and will choose the resources they need for their

chosen activities. They say when they do or don’t need help.

Children talk about how they and others show feelings, talk

about their own and others’ behaviour, and its

consequences, and know that some behaviour is

unacceptable. They work as part of a group or class, and

understand and follow rules. They adjust their behaviour

to different situations, and take changes of routine in their

stride.

Children play cooperatively, taking turns with others.

They take account of one another’s ideas about how

to organise their activity. They show sensitivity to

others’ needs and feelings, and form positive

relationships with adults and other children.

Year 3 Year 4 Year 5 Hinduism

Understand what happens during the

festival of Divali and whether the

celebrations bring a sense of belonging to

Hindus.

Christianity

Finding out what the true meaning of

Christmas is to Christians and compare this

with what Christmas means to them.

Retell Bible stories when miracles have

happened and question whether Jesus really

did perform miracles.

Recall key events in the Easter story and

understand why Jesus’ crucifixion

symbolises hope for Christians.

Sikhism

Explore how Sikh beliefs affect their way of

life and the importance they place on

sharing.

Understand different ways that Sikhs show

their commitment to God, comparing their

practices in order to explore which shows

the most commitment.

Judaism

Understand the special relationship

between Jews and God and the promises

they make to each other

Understand how celebrating Passover and

keeping Kashrut (food laws) help Jews show

God they value their special relationship

with Him.

Understand different ways that Jews show

their commitment to God, comparing their

practices in order to explore which shows

the most commitment.

Christianity

Understand the symbols in the Christmas

story and think about what the different

parts mean to Christians today.

Understand how Jesus’ life, death and

resurrection teaches Christians about

forgiveness.

Understand how important going to church

is to show someone is a Christian.

Hinduism

Understand how Hindus show their

commitment to God and to evaluate if there

is a best way.

Understand the impact of certain beliefs

on a Hindu’s life.

Christianity

Evaluate different accounts of the

Christmas story and understand that stories

can be true in different way.

Question whether God intended Jesus to

be crucified or whether Jesus’ crucifixion

was the consequence of events during Holy

Week.

Understand how Christians show their

commitment to God and to evaluate if there

is a best way.

Sikhism

Understand the relevance of Sikh stories

today.

Year 6 Islam

Understand some of the ways that Muslims

show commitment to God and evaluate

whether there is a best way.

Identify ways in which Muslims try to lead

good lives and how their belief in Akhirah

influences this.

Challenge stereotyping through

understanding different Muslim

interpretations of Jihad and how this links

to getting to Heaven.

Christianity

Examine the influences Christianity still

has in the world and evaluate whether it is

still a strong religion.

.

leen mills primary school skills progression within the curriculum · 1 day ago · know how to...

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